Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-04T19:48:22.403Z Has data issue: false hasContentIssue false
  • English
  • Français

Adding a new perspective to distance (language) learning and teaching – the tutor's perspective

Published online by Cambridge University Press:  16 December 2008

Mirjam Hauck  and
Bernard Haezewindt
Mirjam Hauck
Affiliation:
The Open University, UK
Bernard Haezewindt
Affiliation:
The Open University, UK
Get access Rights & Permissions [Opens in a new window]

Abstract

To respond to students' need for more speaking practice, the Open University's Centre for Modern Languages is currently investigating the benefits of using an Internet-based, real-time audio application in distance learning/teaching. During a four-month trial period, French and German students met at weekly intervals to use the target language and participated in role-plays or other pre-arranged learning tasks requiring collaborative interaction. This paper describes the FLUENT (Framework for Language Use in Environments Embedded in New Technology) project from the tutors' point of view, focusing on how learner autonomy and the tutor role were affected by the new learning environment.

Type
Research Article
Information
ReCALL , Volume 11 , Issue 2 , September 1999 , pp. 46 - 54
Copyright
Copyright © European Association for Computer Assisted Language Learning 1999

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Dias, J. (1998) “The teacher as Chameleon: Computer-mediated Communication and Role Transformation”. In Lewis, P. (ed.) Teachers, Learners, and Computers: Exploring relationships in CALL, Tokyo: JALT, 17–26.Google Scholar
Johnston, W. (1999) “Teaching styles and on-line courses – Can we teach old dogs new tricks?”, Proceedings of 1998 Humanities and Arts higher education Network's Conference, Information technology in the arts and humanities: Present applications and future perspectives 99 (1), 85–91. Available from http://www-iet.open.ac.uk/iet/herg/WilliamJohnston-HAN-conf98.htmlGoogle Scholar
Kearsley, G. & Shneiderman, B. (1998) “Engagement Theory: A Framework for Technology-Based Teaching and Learning”, Educational Technology, September-October 1998, 20–3.Google Scholar
Kötter, M., Shield, L. & Rodine, C. (1999) “Voice conferencing on the Internet: creating richer online communities for instance learning”. In Proceedings of Ed-Media, Seattle, 1057–60.Google Scholar
Shneiderman, B. (1993a) “Engagement and Construction: Education strategies for the Post-TV era”. http://ftp://ftp.cs.umd.edU/pub/hcil//Reports-Abstracts-Bibliography/93-05html/93-O5.html [accessed November 1998].Google Scholar
Shneiderman, B. (1993b) “Education by Engagement and Construction: Experiences in the AT&T Teaching Theatre”. ftp://ftp.cs.umd.edu/pub/hcil/Reports-Abstracts-Bibliography/93-07/html/93-07.html [accessed November 1998].Google Scholar
Shneiderman, B. (1994) “Education by Engagement and Construction: Can Distance Learning be Better than Face-to-Face”. http://www.hitl.washing-ton.edu/scivw/EVE/distance.html [accessed November 1998].Google Scholar
Shneiderman, B. (1997) “Relate-Create-Donate: A teaching/learning philosophy for the cyber-generation”. http://www.cs.umd.edu/projects/hcil/People/bend/rcd.htm [accessed November 1998].CrossRefGoogle Scholar
Shneiderman, B. (1998) “Emergent Patterns of Teaching/Learning in Electronic Classrooms”. Available from: http://ftp://ftp.cs.umd.edu/pub/hcil/Reports-Abstracts-Bibliography/98-04HTML/98-04.html [accessed November 1998].Google Scholar